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Samantha Staufenberg 10/31/2012 Environmental Writing Invasive Plant Report Brought by a delegate of the International Union for Conservation of Nature (IUCN)

Introduction The purpose of this report is to determine the current level of knowledge that the average Idaho home dweller has about invasive plants and determine how to involve homeowners in the struggle against the spread of invasive plants. In order to determine the best means to stop the spread of invasive plants, it is important to consult the very people that deal with, contribute to the spread of, and in many cases fight back these invasive plants on a smaller scale: their own yards. This study will lead to an opportunity to promote the key priorities of the International Union for Conservation of Nature, human wellbeing and biodiversity, by communicating much needed knowledge to the general populous. In order to first delve into what these individuals know, one must have a working knowledge of invasive plants themselves. The first part of the introduction will focus on what an invasive plant is, why it is dangerous to an ecosystem, and how people contribute to the spread of invasive plants. The definition of an invasive plant according to the Pennsylvanias Department of Conservation and Natural Resources website is as a species that has become a weed pest, a plant which grows aggressively, spreads, and displaces other plants. Invasive plants tend to appear on disturbed ground, and the most aggressive can actually invade existing ecosystems (1). Invasive plant features allow invasive plants to grow easily in many environments and spread rapidly across ecosystems. Some of these common features include long life spans, early maturation, a higher probability of reproduction than the typical plant, seed dormancy that ensures that seeds are dispersed during favorable conditions (3), seeds that are the same size and shape as crop seeds, and the release of biological toxins that suppress the growth of other plants in the area (3). Idaho has sixty-four noxious weeds ("Idaho Web Awareness Campaign"). Noxious weeds are invasive plants that the State of Idaho has determined to be too costly to allow free reign (Idaho One Plan). The introduction of any of these weeds into an environment is illegal and can if discovered result in a fine. Negative effects of invasive plants on an environment include the eventual homogenizing the Earth's biogeographical realms (Westbrooks 6), the loss of species from a community

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(McGlone, Springer, and Laughlin 1), the alter[ation of] ecosystem functions, such as plant productivity, nutrient cycling, and trophic linkages (1), and the fall of a communitys resistance to invasive non-native plants (1). This can also lead to an increase of land erosion, a reduction of water quality, and the desertification of land (Westbrooks 37). Once rooted in the community invasive plants spread by filling any temporary void created by foot traffic (Invasive Plants), grazing livestock (Yensen 1), vehicles, and wildlife (Asher 36). Despite the destruction that these plants can cause an ecosystem, the introduction of invasive plants is often the result of a premeditated decision to add the plant to the landscape of America based on aesthetic or monetary worth by individuals. The Dandelion, for example, was introduced into New England by European colonists in the 1600s as a salad green (Westbrook 19). At the time it was a beneficial addition that contributed to the health of the colonists, today it is a pest that has spread all the way from New England to Idaho in order to find a home in many suburban and urban yards. Alicia Water Crall and Ruth Cronje outline reports that express the need for and explain their process of teaching local citizens not formally trained in environmental science or biology how to identify species, establish monitoring plots, measure attributes, and submit data on invasive plants species in their geographical regions (Cronje 277). We hope to determine the best way to educate home owners about the importance of plant choice, the method of plant maintenance and plant removal in their own yards in the hope that the spread of invasive plants will be curtailed and the introduction of more plants will be stopped.

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Table of Content IntroductionPage 1 Table of Content.Page 3 Methods..Page 4 Discussion......Page 9 Appendix 1.Page 10 Work Cited.Page 12

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Methods Statement of Issues and Goals: The goal that we hoped to achieve through this survey is to ascertain the best method to teach Idaho citizens about invasive plants. In order to determine the best method to educate home owners in Idaho about invasive plants a survey was composed to measure the current methods that homeowners use to care for their yards and to ascertain the current level of knowledge they possessed about invasive plants. Through the implementation of this process the bio-diversity of the world and the wellbeing of the people who live there will be safe guarded. Description of Test Environment: Due to ease of access and a determination to ensure that even people who are not technologically skilled would be able to complete the survey, the survey was compiled both in a word document format and on a website called SurveyMonkey. The website was the primary area where the survey was taken. Due to this the test environment of all the participants differed. The only similarity that can be pin pointed is that all participants complete the survey in front of a computer of some kind. Profile of home-dwellers that have yards: These individuals engage in some form of yard care, even if it is the choice to pass it on to other members of their family or outsource the work outside the household. Societal pressures will force many to maintain their yard even if they are not otherwise inspired to. Survey Participant Profile: The profile of the survey participant would be an individual that lived in Idaho and possessed a home that required some form of yard care or gardening. Participants ages range from young adult to elderly. They may or may not possess some form of science knowledge. Most science knowledge if possessed will be rudimentary. A responsibility to garden depending on personal view points will flux from individual to individual. The bulk of participants were constrained by other responsibilities that consumed their time and might have changed varied the amount of effort they put into the survey. List of Participant Questions: 1. What yard work do you do? 2. What steps, if any, do you take before adding new plants onto your property? 3. What actions do you partake in in order to maintain your yard? 4. How often do you complete these actions? 5. How open would you be to learning about the effect of invasive species on the landscape? 6. How would you define the term invasive plants? 7. List the invasive plants local to your area. 8. What national, state, or local laws concerning the regulation of plants are you aware of? 9. What method would you choose to remove invasive plants from your yard, a local forest, or any other landscape? 10. Why would you choose that method?

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For a more in-depth look at the layout and format of the survey see Appendix A. All questions located on the survey are identical to the online survey. As can be seen above, the first five questions where designed to identify the habits of participants and the last five the knowledge of the participants. Methods of Evaluation: Evaluations were based on the information derived from the surveys. Statistics of activities engaged in were viewed and analyzed. The answers to the knowledge portion of the questionnaire were compiled into similar responses and then analyzed based on level of knowledge and number of people that possessed that knowledge. Factors that Influenced the Survey: Due to the fact that only fifteen people took the survey, the findings do not show a true representation of the Idaho population. As limited as the survey is, it establishes a solid starting point. Further studies and surveys will need to be completed to truly gain an exact representation of the Idaho population. Results and Analysis of the Survey Participants of the survey demonstrate a high level of yard work engagement and a rudimentary level of actual knowledge about the effects that their habits have on invasive plants, positive or negative. The Habits 92.3% of participants reported that they took part in some type of yard work. Of the participants that did engage in yard work 53% of participants said that they gardened or engaged in the removal of plants or trees from their yards. 80% reported that they mowed their lawn, and 73% reported that they weeded their yard. In order to maintain their yard, an additional 20% reported that they mowed their lawn. This abnormality in the data could suggest that they outsource the task to another person. A similar phenomenon can be seen when the number of people engaging in weeding rises from 73% to 86%. Despite the difference in numbers between the two questions, there is still a choice to mow or weed their yard that can negatively or positively affect the spread of invasive plants, especially if the proxy caretakers have no working knowledge about invasive plants. 40% of participants reported that they use pesticides or herbicides to keep their yard functioning as they desire. The use of pesticides and herbicides can be just as detrimental to the native plants as they can be to the invasive plants. The fact that a good chunk of the participants use these chemicals to promote the health of their yard would suggest a need for solid environmental science knowledge. Figure 1 shows how often participants reported that they engage in these activities. Only mowing seems

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to be a weekly engagement for a significant number of participants. The majority, five out of the seven participants that reported that they used pesticides or herbicides, seem to use them every 2 to 12 months. Hand weeding is engaged in every 2 weeks to 3 months. Before adding plants to their property participants 13 out of 15, 87% of participants, reported that they took steps to prepare (see Figure 2). Most of the preparation seems to be manual actions like weeding (80%) and removing unwanted rocks and plants from the yard (73%). Figure 1: How often yard work engaged in Only 53% of participants report that they check the web or books for information about the plant. 75% of participants that check books also ask friends, colleagues, and store clerks about the properties of the plants they are thinking about adding to their garden. This means that 47% of the participants added plants and might not have been aware of how the plants would interact with the environment.

Figure 2: Actions Taken Before Adding Plants to Property Knowledge When asked to define an invasive plant most typed in a trait or two that aligned with the formal definition or the list of traits. Only one definition was scientifically exact and thorough. This demonstrates an overarching general knowledge that lacks a true understanding of the multitude of plant attributes and their threats to the environment. On Table 1an approximation of the range of invasive plant definitions given by participants is presented. The table is an approximation of their answers. I collected, analyzed, and then separated all of the answers into common parts. The majority of definitions concentrate on the fact that they should not be in the yard or the habitat and that they are a pain to control. Very few (6 responses) focused on the effect that plants have on the environment. This demonstrates a need to focus potential trainees attention on how these negative traits can affect the ecosystem beyond their carefully controlled yard, even if the participants in training programs will not actively engage in invasive species control outside their domain.

Table 1: Invasive Plant Definitions

Invasive Plant Definitions Shouldnt be in yard Kills other plants Non-native Aggressive and hard to control Steals food and space from natives Number of Responses 5 3 6 4 2

Staufenberg 7 Introduced species that can thrive in areas beyond their natural range of dispersal. These plants are [] adaptable, aggressive, and have a high reproductive capacity. Their vigor combined with a lack of natural enemies often leads to outbreak populations (Participant 5). Prevents Other Species From Growing 1

Most participants, 11 out of 15, were able to list at least 1 invasive plant species when asked. Only 2 of those 11 were able to list more than 2 invasive plant species. It must be noted that despite the inability to list more than a few species that does not mean that the participants are not aware that the weeds in their yard are invasive. It is possible that if participants are presented with a picture representation of an invasive plant, they would be able to point them out. This statistic is still relevant because in order to find the best way to eradicate a species, one must be able to look them up by name.
The survey shows that participants have no knowledge of local, state or national noxious weeds

or invasive plant laws. Three participants mentioned that they knew that there were laws, but could not name them or even explain what the laws did. Another participant had knowledge of that states had noxious weed laws, but did not demonstrate how much knowledge he or she had about them. The fact that he or she was able to name the law is improvement from the other ten people who were not aware that invasive species laws exist.

Figure 3: Methods of Removing Noxious Plants When participants were asked what methods they would use to remove invasive plants from their yards, the most popular answer was hand pulling and pesticides. Only one participant mentioned that they would dig out the roots, so that the plant could not grow back. Figure 3 shows a compilation of the answers that participants gave. When asked why they decided for that particular method to remove invasive plants, very few of the answers demonstrated knowledge of plants. Figure 4 is a compilation of why they chose the method of removal that they did.

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Two people were concerned with not damaging the area; and only one listed multiple reasons and then answered by saying that the ecosystem or the weed and environment determines the method of removal. The other answers seem to reflect the participants valies more than they do any k nowledge. Getting the job done quickly, easily, efficiently, if it works and for as little money as possible are more life philosophies than they are knowledgable decisions. Figure 4: Reason Why Method Was Chosen The other answers seem to reflect the participants valies more than they do any knowledge. Getting the job done quickly, easily, efficiently, if it works and for as little money as possible are more life philosophies than they are knowledgable decisions. When asked about their willingness to learn more about plants, 12 out of 15 participants (80%) said that they would be willing to learn more. Despite this high number only 2 out of that 12 said that they were very willing to learn more. This would suggest a general willingness to attend a class or two, but not a willingness to take an active part in the removal and monitoring of plants from state parks or highways. There is willingness, but no dedication to the cause.

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Discussion: How to Teach About Invasive Plants It has become clear after implementing the survey that the bulk of the participants have some knowledge about invasive plants. It is my belief that the current level of knowledge is not enough when measured against the yard care habits if the participants. Yes, the participants were able to define some traits that invasive plants possess and even able to list off a few invasive plants, but that is as far as their knowledge is extended. A few even have some basic knowledge about the effect that pesticides on native and non-native plants, but this knowledge tends to be the exception. Most of the participants have said that they would be willing to learn more about invasive plants. This dedication though as stated above is not a priority. Their lives, work, and family will come before any in-depth time consuming lessons about invasive plants. Any project to teach these participants must be carefully tailored to fit their agenda and to maintain what little drive they have to learn about invasive plants. In order to do this, I would suggest limiting the lessons to 1 session minimum and 3 maximum that will run on a Saturday for no more than 3 hours. Any additional sessions will be at the participants request. The curriculum will focus on teaching about the effects of invasive plants in the context of their own lives. This will include local invasive plants, the characteristics of invasive plant species, and the methods of removal including the importance of using herbicides and pesticides properly. The invasive plant issue will be placed in contexts that are important to them: monetary, biological, and environmental. Big topics like importance of world biodiversity will be mentioned, but it will not be the main priority. This project may not appear ambitious enough or important enough to pursue, but that is not the case. Not everyone can or will volunteer for in-depth invasive plant monitoring. For some people it is enough that they do not contribute to the invasive plant problem and that they are able to fight back invasive plants on their own turf.

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Appendix A: Survey For the multiple choice questions check the appropriate answers. 1. What yard work do you do? __Mowing __Weeding __Gardening __Tree or Plant Removal __None __Other (please specify: _________________________________________________________)

2. What steps, if any, do you take before adding new plants onto your property? __Fertilize __Weed __Removal of other plants or rocks __Research best possible plants to add __Ask friends, store clerks, or neighbors about the plant chosen __Check plant growth patterns and typical habitat on web or books __None __Other (please specify: _________________________________________________________) 3. What actions do you partake in in order to maintain your yard? __Mowing __Pesticides __Hand Weeding __Live Stock Grazing __Pruning __None __Other (please specify)

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4. How often do you complete these actions? Weekly Mowing Pesticides Hand Weeding Live Stock Grazing Pruning Other Every 2 Weeks Every Month Every 2 to 3 months Every 4 to 6 months Every 7 to 12 months

5. How open would you be to learning about the effect of invasive species on the landscape? __Very Open __Open __Not Open

For the following questions answer to the best of your ability. Do not leave any of the following questions blank even if you do not feel that you have the knowledge to answer the question.

6. How would you define the term invasive plants?

7. List the invasive plants local to your area.

8. What national, state, or local laws concerning the regulation of plants are you aware of?

9. What method would you choose to remove invasive plants from your yard, a local forest, or any other landscape?

10. Why would you choose that method?

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Work Cited Asher, J. E. and D. W. Harmon. 1995. Invasive exotic plants are destroying the naturalness of U.S. wilderness areas. IJW 1 (2): 3537. Federal Interagency Committee for the Management of Noxious and Exotic Weeds and Westbrooks, Randy G., "Invasive Plants:Changing the Landscape of America" (1998). All U.S. Government Documents (Utah Regional Depository). Paper 490. "Invasive Plants." United States National Arboretum. Beltsville Agricultural Research Center, 8 Oct 2012. Web. 9 Oct 2012. McGlone, Christopher, Judith Springer, and Daniel Laughlin. "Can Pine Forest Restoration Promote a Diverse and Abundant understory and Simultaneously Resist Nonnative Invasion?." Forest Ecology and Management. 258.12 (2009): 2638-2646. Web. 26 Sep. 2012. Ruth Cronje, Spencer Rohlinger, Alycia Crall & Greg Newman, (2011) Does Participation in Citizen Science Improve Scientific Literacy? A Study to Compare Assessment Methods. Applied Environmental Education & Communication 10:3, pages 135-145. "What is an Invasive Plant? ." Pennsylvania Department of Conservation and Natural Resources. Commonwealth of Pennsylvania, 2009. Web. 9 Oct 2012. Yensen, D. L. 1981. The 1900 invasion of alien plants into southern Idaho. Great Basin Naturalist 41:176183.